Students' Views of the Characteristics of Instructors' Approachability
Bibliographic Data
| ID | 13661069 |
|---|---|
| Authors | Rose M Perrine (Eastern Kentucky University, corresponding author) |
| Year | 1998 |
| Volume | 82 |
| Issue | 2 |
| Pages | 519-519 |
| Publication date | 1998-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.82.2.519-525 |
| OpenAlex | W4239213851 |
| Language | EN |
| References cited | 10 |
The present study explored college students' perceptions of what makes an instructor approachable. 82 female and 22 male undergraduate students were asked to list characteristics of an instructor that would make it more likely and less likely for that student to seek help from an instructor outside of class. The responses were content analyzed and six categories of behaviors emerged from the responses: personality, lecture and class style, respect for students' understanding, goes beyond the call of duty, office habits, and grading issues. Responses that fit into the first four categories were listed as the most important factors in instructors approach-ability
Class (philosophy · Duty · Grading (engineering · Mathematics education · Medical education · Perception · Personality · Style (visual arts · Applied Psychology · Communication in Education and Healthcare · Evaluation of Teaching Practices · Online and Blended Learning · Psychology · Social Psychology · Teacher Education and Leadership Studies
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Good looks may help
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| Citation velocity | historical |
|---|---|
| Highly cited | No |